Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint)

By Alan H. Schoenfeld. 2009

3,560 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d3d720baa7080594c2fad06bb2ac90cc46666735

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Citations in the corpus

Classroom Applications of Research on Self-Regulated Learning (2001, background): “…explicit instruction about SRL. SRL is directly taught, for example, when a teacher describes the need to analyze each term in a story problem in math, place them in the proper location, perform the arithmetic calculation on them, and check the answer (Greeno & Goldman, 1998; Schoenfeld, 1992).”
Engineering Students' Perceptions of Problem Solving and Their Future (2018, background): “The researchers’ preconceived notions of problem solving from existing literature (Jonassen, 2000, 2004, 2010; Schoenfeld, 1985, 1992, 2008) and the dominant cultural trends around problem solving in engineering (Litzinger et al., 2010) were bracketed prior to our interactions with the participants.”
Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education (2020, background): “Based on Ufer, Heinze, & Reiss (2008) and Sommerhoff, Ufer, & Kollar (2015), the current study focused on three of these dimensions: students’ mathematical content knowledge (Weigand et al., 2014), methodological knowledge (Heinze& Reiss, 2003), and problem-solving strategies (Schoenfeld, 1992).”
Mathematical problem solving: an evolving research and practice domain (2007, background): “In particular, as Schoenfeld (1992) states, ‘‘goals for mathematics instruction depend on one’s conceptualization of what mathematics is, and what it means to understand mathematics’’ (p. 334).”
Letting the Intuitive bear on the Formal; A Didactical Approach for the Understanding of the Limit of a Sequence (2001, background): “The understanding of the phrase ‘for all ε>0’ certainly brings in metacognitive aspects (see Schoenfeld (1992) for an exposition on metacognition), as well as cognitive, because there are other considerations coming here beyond the merely conceptual.”
Predicting biases in very highly educated samples: Numeracy and metacognition (2014, background): “…because they simultaneously assess both mathematical knowledge and the metacognitive processes involved in effective thinking (Halpern, 1998; Schoenfeld, 1992; Schraw, 1998; but for related theory in decision making see Baron, 1985, 2008; Baron, Badgio, & Gaskins, 1986; Stanovich, 2012;…”
Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment (2013, methodology): “Behaviors consistent with the exploring the problem episode were one of the most often coded episodes, which is often the case with novice problem solvers (Schoenfeld, 1992).”
Towards the modelling of mathematical metacognition (2004, background): “The confusion over the term metacognition can be blamed, to some extent, on metacognition having these two separate, but related, aspects (Garofalo & Lester, 1985; Schoenfeld, 1992).”
Understanding and Promoting Thinking About Knowledge (2016, background): “, scientific inquiry, historical argument) and understanding of disciplinary knowledge and disciplinary epistemologies (e.g., Rosebery, Warren, & Conant, 1992; Schoenfeld, 1992; Wineburg, 1991).”
Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities (2007, neutral): “Lower set pupils presented an account of mathematics which suggested marginalised rather than participative identities, describing it much more as something ‘done to them’ (Schoenfeld, 1992).”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, background): “On the other hand, teaching a number of domain-specific, prescriptive procedures has its own limitations, most notably the failure to affect transfer (Schoenfeld, 1992).”
The effect of metacognitive strategy training on mathematical problem solving achievement (2009, background): “and metacognition and that the students with a higher level of metacognitive skills become successful in problem solving (Schoenfeld, 1992; Mevarech and Kramarski, 1997).”
An Alternative Reconceptualization of Procedural and Conceptual Knowledge. (2007, background): “(p. xi) Parenthetically, MERs have also considered what role other factors, such as beliefs, play in flexible problem solving (see, e.g., McLeod, 1992; Schoenfeld, 1985, 1992).”